A third transfer error, which in turn has had and still has significant consequences for pedagogy, is the semantic error. This error consists in transferring a term from one cultural context to another and then using the same term for different phenomena. If by cultural context we mean in the broadest sense that of specialist cultures or scientific disciplines, then this transfer of the concepts of socio-scientific identity into pedagogy occurred in a systematic way and can be identified along two aspects: on the one hand, the turning point realistic in the 1960s and the associated critique of the concept of education and, on the other hand, of the moment of “emancipatory education” as advocated by Mollenhauer and others in the 1970s (Schweitzer, 1985). The context is that the fact that this is not initially a genuinely pedagogical term is notable and requires a closer look at the concept of identity and its use in pedagogical contexts. This is all the more important as to date no concept of identity as such has been used in an educational context. The expressions 'identity', 'identify with', 'acquire one's identity etc. began to become part of contemporary educational jargon in the 1970s and refer to something "that old-fashioned educational jargon around 1800 had with the expressions 'Chara'. -ter', 'acquisition of one's character', 'character formation ' meant and meant" (Buck, 1979, p. 61). In this regard, it is assumed that the concept of identity today… in the middle of paper… without a manageable offer of orientation is tangible” (p. 10). But the semantic transfer error does not end here, but is increased by the following fact: «On the other hand, the discussion becomes more complicated because within the "sociological-psychological" discourse there are also different identity concepts, each of which refers to the different dimensions of “Relating” (Klika, 2000, p. XX). This leads to the coexistence of many concepts of identity in pedagogy and to one or the other term being preferred or rejected depending on the paradigm or research question. Since then the term has been used in pedagogy and especially in that oriented towards the social sciences in a completely superficial and thoughtless way, at most with reference to its origins (see Schweitzer, 1985; Friedrich, 2009).